Boshlang‘ich sinf o‘quvchilarida kommunikativ va ijtimoiy-hissiy kompetensiyalarni baholashning diagnostik vositalarini tanlash va qo‘llash metodikasi
DOI:
https://doi.org/10.5281/zenodo.21682585Ключевые слова:
diagnostika vositalari, kommunikativ kompetensiya, ijtimoiy-hissiy kompetensiya, ta’lim jarayonida baholash, boshlang‘ich ta’lim, shakllantiruvchi baholash, CASEL, CEFR.Аннотация
Ushbu maqola ingliz tilini o‘rganayotgan kichik yoshdagi o‘quvchilarning kommunikativ va ijtimoiy-emotsional
kompetensiyasi bo‘yicha avval taklif etilgan integrativ mezon va ko‘rsatkichlar tizimiga asoslanib, ushbu mezonlarni
amaliyotda qanday o‘lchash mumkinligi masalasini yoritadi. Mazkur tadqiqot baholash tizimlari (CASEL, CEFR, SSIS
SEL, SECQ, GraSEF, Yoderning o‘zini o‘zi baholash vositasi) va sinfdagi baholash usullari (kuzatuv, nazorat ro‘yxati,
rubrika, portfolio, suhbat, faoliyatni baholash, o‘zini o‘zi baholash, tengdoshlar tomonidan baholash, refleksiya varag‘i)
bo‘yicha xalqaro nashrlarni (2011-2025-yillar) qamrab oluvchi tahliliy sharhni taqdim etadi. To‘qqizta diagnostika vositasi
kommunikativ, ijtimoiy-emotsional yoki integrativ kompetensiyani o‘lchash imkoniyatiga ko‘ra tasniflanadi hamda Blek va
Uiliamning (1998) formativ baholash mantig‘ini kengaytirgan holda, yetti bosqichli diagnostika algoritmi (maqsad-mezonko‘
rsatkich-vosita-baholash-talqin–pedagogik qaror) taklif etiladi.
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